We are developing young writers who have something to say. We need to be the trigger for that. What do they need?
- Lower level students exposed to learning conversations
- Create a partnership with students - Expert, co-learner and learner
- Positioning - Russell Bishop
- Allow them to tell their stories
- Lesson and purpose needs to be authentic - do not teach skills in isolated ways
- Can have a wide learning focus, allow the children to discover the learning (Metaphor of a gift, allow them to find the surprise)
- Ask the students "What do you think we were learning today?"
- Use of imitating, taking sentences/structure from a text and try it on for size - Jeff Anderson
- Can have different criteria for different lessons that come under one overarching criteria - for example begin a sentence with although
- Allow them to choose a skill and come in at their own level
- Encourage meaningful feedback - Model this for the students
- Model and scaffold so that students are able to be more independent and are able to have conversations between themselves. Make the students teacher, student, student, teacher, student, student, student rather than just back and forth between a student and the teacher.
- Rather than WALT write similes - look at why does this simile work? Why is it effective here?
- Ensure that our feedback is specific so that all students have the opportunity to learn from what you are saying - John Hatty
- Cater for diverse needs - don't hold back your higher learners while you scaffold your lowers, however it is important that they are all a part of the initial learning conversation
- Make all students accountable
- Deliberate acts of teaching - Effective Literacy Practice
- Writing for purpose
Book: Revision Decisions - Talking through sentences and beyond - Dean Anderson
Wednesday, 29 June 2016
Regan Aspden Observation - Wednesday 29th June 2016
Observation - Regan Aspden (Gail Loane)
Literacy Lesson - Wednesday 29th June 2016
Previous session - Annotated writing model, chose characters to write about, brainstormed
WALT: To paint a picture (technique to zoom in)
Writing Model: Extract from Boy by Roald Dahl
- Revise success criteria - Comparisons - similes, specific nouns (hag), powerful verbs (clung), magic three - adjectives (small, skinny)
- Warm-up - Shown a model brainstorm - ideas have been refined against success criteria. What does it mean to refine against the success criteria? (wait time) - Jacob "to sculpt your writing to fit your success criteria"
- Refine ideas further before crafting - Identify the language features used in the model brainstorm.
- Link to prior learning - hyphenated adjectives
- Split into groups - task delivered to groups and time period specified (I will check in with you in 15 minutes)
HA Group - 8A - independent sheet
MA Group - in class - 10 ideas about your character
Target Group:
- Bring group down to the carpet (horseshoe seating arrangement - helping circle)
- WALT displayed
- Have chosen a character to base their writing on. ELL writing about themselves.
- Come up with a simile - time period of 5 minutes given - conferences with individuals during this time. Encourages to look back at prior ideas and improve on these.
- Extension given for those who had completed the task - "If you have completed one simile try making another for something/someone else"
- Share back to the group - "explain your simile, can anyone else explain Nate's simile?"
- Peers give feedback and help each other to craft ideas - not directed to do this but must have been scaffolded to do this in prior lessons.
- Check in with each peer - questions to gain further understanding
- Come up with 3 adjectives describing a feature - gives example 'black, grey and silver'
Next session write first paragraph. Refer back to the writing model - look at structure (take four parts of the body to describe)
Relationships
- Placement in the classroom
- Learning conversation
- Being involved with learners
- Authority figure - expectations known
Goals:
- Breaking down planning stage
- Developing a clear success criteria
- Scaffolding and facilitating lower group to be more independent and helping each other
Post discussion with Gail:
- Importance of structure and organisation for the criteria. Looking at the sentence level.
- Criteria for a certain moment of learning or lesson.
- Getting inside the sentences - some students will not be able to deal with the abstract.
- Make sure learning is always within context.
- Importance of the five expressive arts.
Literacy Lesson - Wednesday 29th June 2016
Previous session - Annotated writing model, chose characters to write about, brainstormed
WALT: To paint a picture (technique to zoom in)
Writing Model: Extract from Boy by Roald Dahl
- Revise success criteria - Comparisons - similes, specific nouns (hag), powerful verbs (clung), magic three - adjectives (small, skinny)
- Warm-up - Shown a model brainstorm - ideas have been refined against success criteria. What does it mean to refine against the success criteria? (wait time) - Jacob "to sculpt your writing to fit your success criteria"
- Refine ideas further before crafting - Identify the language features used in the model brainstorm.
- Link to prior learning - hyphenated adjectives
- Split into groups - task delivered to groups and time period specified (I will check in with you in 15 minutes)
HA Group - 8A - independent sheet
MA Group - in class - 10 ideas about your character
Target Group:
- Bring group down to the carpet (horseshoe seating arrangement - helping circle)
- WALT displayed
- Have chosen a character to base their writing on. ELL writing about themselves.
- Come up with a simile - time period of 5 minutes given - conferences with individuals during this time. Encourages to look back at prior ideas and improve on these.
- Extension given for those who had completed the task - "If you have completed one simile try making another for something/someone else"
- Share back to the group - "explain your simile, can anyone else explain Nate's simile?"
- Peers give feedback and help each other to craft ideas - not directed to do this but must have been scaffolded to do this in prior lessons.
- Check in with each peer - questions to gain further understanding
- Come up with 3 adjectives describing a feature - gives example 'black, grey and silver'
Next session write first paragraph. Refer back to the writing model - look at structure (take four parts of the body to describe)
Relationships
- Placement in the classroom
- Learning conversation
- Being involved with learners
- Authority figure - expectations known
Goals:
- Breaking down planning stage
- Developing a clear success criteria
- Scaffolding and facilitating lower group to be more independent and helping each other
Post discussion with Gail:
- Importance of structure and organisation for the criteria. Looking at the sentence level.
- Criteria for a certain moment of learning or lesson.
- Getting inside the sentences - some students will not be able to deal with the abstract.
- Make sure learning is always within context.
- Importance of the five expressive arts.
Tuesday, 28 June 2016
Monday, 27 June 2016
Friday, 24 June 2016
Student Led Conferences - Thursday 23rd & Friday 24th June 2016
After much preparation and hard work from both the students and myself this evening was my first experience participating in Student Led Conferences. These are a meeting run by the student for his or her parents, entirely focused on the student's recent learning. During the conference the student presents work in different curriculum areas, discussing the process of learning and the progress made to date.
All of my students did such a wonderful job presenting to their parents and were all confident to speak about the many learning engagements that they have participated in so far this year. This was a fantastic opportunity for me to share positive experiences with the parents of my students and to hand over each students Mid Term Report.
It was also a great way for me to gain further insight into my students and the family dynamics that they are a part of. It was very interesting to hear the parents different views and responses, this helped me to understand how some of my students have become the young people that they are.
I am so glad to have had the privilege to share this experience with my students and after hearing about all of our wonderful learning from their perspective I am looking forward to getting back into the classroom and continuing our exciting learning journey.
All of my students did such a wonderful job presenting to their parents and were all confident to speak about the many learning engagements that they have participated in so far this year. This was a fantastic opportunity for me to share positive experiences with the parents of my students and to hand over each students Mid Term Report.
It was also a great way for me to gain further insight into my students and the family dynamics that they are a part of. It was very interesting to hear the parents different views and responses, this helped me to understand how some of my students have become the young people that they are.
I am so glad to have had the privilege to share this experience with my students and after hearing about all of our wonderful learning from their perspective I am looking forward to getting back into the classroom and continuing our exciting learning journey.
Tuesday, 14 June 2016
Tuesday, 7 June 2016
Saturday, 4 June 2016
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